17 Feb

2016
Intern Name: Kainrath, Ashley

Page 1 of 12

Internship: 15SP Novice Teach Early Child - ETE 304 02

Submitted: May 14, 2015

Assessed: (Supervisor)

Course/Term: ETE 304 - 2 : EC Novice Teaching ( 15SP-ETE )

Site:

Comments:

Subject(s): Self-contained
Grade(s): K

The early
childhood
candidate is
grounded in a
child
development
knowledge
base.
1/6 (16%)
NAEYC-2011.1

Comments:

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

The early childhood

teacher candidate
shows little
understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
struggles applying this
knowledge even with
guidance to create a
healthy, respectful,
supportive, and
challenging learning
environment for
young.

The early childhood

teacher candidate
inconsistently shows
an understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and/or
needs more guidance
in applying this
knowledge to create a
healthy, respectful,
supportive, and
challenging learning
environment for young
children.

The early childhood

teacher candidate
Adequately
understands young
childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 but
need some guidance
in applying this
knowledge to create a
healthy, respectful,
supportive, and
challenging learning
environment for young
children.

The early childhood

teacher candidate
proficiently
understands young
childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
creates a healthy,
respectful, supportive,
and challenging
learning environment
for young children.

The early childhood

teacher candidate has
an exceptional depth
of understanding of
young childrens
characteristics, needs,
and the multiple
influences on early
development and
learning from birth
through age 8 and
creates an
exceptionally healthy,
respectful, supportive,
and challenging
learning environment
for young children.

The early childhood

teacher candidate
inconstantly shows an
understanding of
diverse family and
community
characteristics and/or
needs more guidance
to engage and
support families and
communities by
respectfully involving
them in their childrens
development and
learning.

The early childhood

teacher candidate
adequately
understands diverse
family and community
characteristics but
needs some guidance
to engage and
support families and
communities through
respectfully involving
them in their childrens
development and
learning.

The early childhood

teacher candidate
proficiently
understands diverse
family and community
characteristics and
shows this
understanding via
engaging and
supporting families
and communities by
respectfully involving
them in their childrens
development and
learning.

The early childhood

teacher candidate
shows an exceptional
depth of
understanding of
diverse family and
community
characteristics via
extremely effective,
respectful
engagement and
support of families and
communities. The
candidate is able to
thoroughly involve
families and
communities in
childrens
development and
learning.

Comments:

N/A

Ashley seems to have a strong knowledge base on early childhood education. Her lessons and interactions with the students are very
appropriate for young children. She has a gentle kind way of working with all the students. She also has been very professional when
she has interacted with families. She has had opportunities to see how assessments drive instruction, such as DIBELS, end of 3rd
quarter assessments, and daily observation

The early childhood

teacher candidate
shows little
The early
understanding of
childhood
diverse family and
teacher
community
candidate
characteristics and
understands
struggles, even with
successful early guidance, to engage
childhood
and support families
education
and communities by
depends on
respectfully involving
partnerships
them in their childrens
with families
development and
and
learning.
communities.
1/6 (16%)
NAEYC-2011.2

Proficient (3.000 pts) Excellent (4.000 pts)

17 Feb
2016

Page 2 of 12

The early childhood

teacher candidate
struggles even with
The early
guidance to show an
childhood
understanding of the
teacher
goals, benefits, and
candidate is
uses of assessment,
prepared in
and the use of
understanding
assessment
that child
strategies. The
observation,
candidate also
documentation,
struggles, with
and other
guidance to
forms of
understand how to
assessment are
use technology in
central to the
assessment, assistive
practice of all
technology, and has
early childhood
limited ability to work
professionals.
in assessment
1/6 (16%)
partnerships with
NAEYC-2011.3
families and

The early childhood

teacher candidate
inconsistently shows
understanding of the
goals, benefits, and
uses of assessment,
and the use of
assessment
strategies. The
candidate also shows
an inconsistent
understanding of:
technology in
assessment, assistive
technology, and ability
to work in assessment
partnerships with
families and
professional
colleagues.

professional
colleagues.

The early childhood

teacher candidate
adequately
understands the
goals, benefits, and
uses of assessment,
and adequately uses
assessment
strategies. The
candidate also shows
an adequate
understanding of:
technology in
assessment, assistive
technology, and is
able to work
adequately in
assessment
partnerships with
families and
professional

The early childhood

teacher candidate
proficiently
understands the
goals, benefits, and
uses of assessment,
and uses effective
assessment
strategies. The
candidate also shows
proficient
understanding of:
technology in
assessment, assistive
technology, and is
able to work well in
assessment
partnerships with
families and
professional
colleagues.

colleagues.

The early childhood

teacher candidate
shows an exceptional
depth of
understanding of the
goals, benefits, and
uses of assessment,
and uses excellent
assessment
strategies. The
candidate has an
advanced
understanding of:
technology in
assessment, assistive
technology, and works
with ease in
assessment
partnerships with
families and
professional
colleagues.

Comments:
The early childhood
teacher candidate
shows little
The early
understanding of and/
childhood
or struggles even
teacher
with guidance to use
candidate is
developmentally
prepared in
appropriate
using
approaches,
developmentally
instructional
effective
strategies, and tools
approaches to
to connect with
connect with
children and families;
children and
and/or the candidate
families.
shows an inability to
1/6 (16%)
reflect in order to
NAEYC-2011.4
promote positive
outcomes for each
child.

The early childhood

teacher candidate
inconsistently shows
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
and/or the candidate
shows little ability to
reflect in order to
promote positive
outcomes for each
child.

The early childhood

teacher candidate has
an adequate
understanding and
ability to use
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate shows
some reflection to
promote positive
outcomes for each
child.

The early childhood

teacher candidate has
a proficient
understanding of, and
uses a wide array of
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate is able
to reflect to promote
positive outcomes for
each child.

The early childhood

teacher has an
exceptional
understanding of, and
ability to use a wide
array of
developmentally
appropriate
approaches,
instructional
strategies, and tools
to connect with
children and families;
the candidate is able
to reflect deeply to
promote positive
outcomes for each
child.

The early childhood

teacher candidate
struggles, even with
guidance to
understand content
knowledge and
resources in all
academic areas,
and/or struggles with
guidance to design,
implement, and
evaluate experiences
to promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood

teacher candidate
shows inconsistent
understanding of
content knowledge
and resources in all
academic areas, and
an inconstant ability to
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood

teacher candidate
shows adequate
understanding of
content knowledge
and resources in all
academic areas, and
is able to adequately
design, implement,
and evaluate
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood

teacher candidate
shows proficient
understanding of
content knowledge
and resources in all
academic areas, and
is able to design,
implement, and
evaluate experiences
to promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood

teacher candidate
shows exceptional
understanding of
content knowledge
and resources in all
academic areas, and
designs, implements,
and evaluates
exceptional
experiences to
promote positive
development and
meaningful,
challenging curricula
for each child.

The early childhood

The early childhood

The early childhood

Early childhood

The early childhood

Comments:

The early
childhood
teacher
candidate use
content
knowledge to
build
meaningful
curriculum.
1/6 (16%)
NAEYC-2011.5

Comments:

17 Feb
2016

Page 3 of 12

teacher candidate
struggles, even with
guidance to show
Early Childhood her/his identification
Candidates
and involvement with
function as
the early childhood
ethical
profession, and/or
professionals, upholding ethical
advocates and standards, and or/
informed
engaging in
decisioncontinuous,
makers.
collaborative learning
1/6 (16%)
to inform practice,
NAEYC-2011.6
and/or participating in
informed advocacy for
children and the
profession.

teacher candidate inconsistently is able to

show identification
and involvement with
the early childhood
profession, or any of
the following: the
ability to uphold
ethical standards,
engage in continuous,
collaborative learning
to inform practice, or
participate in informed
advocacy for children
and the profession.

teacher candidate is
able to adequately
show identification
and involvement with
the early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice,
and informed
advocacy for children
and the profession.

candidate proficiently
and consistently
shows identification
and involvement with
the early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice,
and informed
advocacy for children
and the profession.

teacher candidate
shows exceptional
identification and
involvement with the
early childhood
profession, upholding
ethical standards,
engaging in both
continuous,
collaborative learning
to inform practice,
and informed
advocacy for children
and the profession.

Comments:
24.000 pts | 100 %

Unsatisfactory
Uses
information
about
students
individual
experiences,
families,
cultures, and
communities to
create
meaningful
learning
opportunities
and enrich
instruction for
all students

Needs Significant
Improvement (1.000
pts)

Early childhood
Early childhood
teacher candidate
teacher candidate
effectively uses
effectively uses
information about
information about
students individual
students individual
experiences, families, experiences, families,
cultures, and
cultures, and
communities to create communities to create
meaningful learning
meaningful learning
opportunities and
opportunities and
enrich instruction for
enrich instruction for
all students less than all students at least
70% of the time; and 70% of the time;
shows little motivation however, shows
to improve in this area. motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candidate
adequately uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students at least
80% of the time.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
proficiently uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students at least
90% of the time.

N/A

Early childhood
teacher candidate
effectively and
consistently uses
information about
students individual
experiences, families,
cultures, and
communities to create
meaningful learning
opportunities and
enrich instruction for
all students nearly
100% of the time.

1/1 (100%)
IL-PTS-2012.1.L

Comments:

In a diverse classroom such as ours, Ashley asks many questions and takes an interest in the students backgrounds/experiences and
any prior knowledge they may have.
4.000 pts | 100 %

Uses differing
viewpoints,
theories, and
methods of
inquiry
1/3 (33%)
IL-PTS-2012.2.J

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidate
effectively uses
differing viewpoints,
theories, or methods
of inquiry appropriate
to the discipline less
than 70% of the time;
and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
effectively uses
differing viewpoints,
theories, and methods
of inquiry appropriate
to the discipline at
least 70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately uses
differing viewpoints,
theories, and methods
of inquiry appropriate
to the discipline at
least 80% of the time.

Early childhood
teacher candidate
proficiently uses
viewpoints, theories,
and methods of
inquiry appropriate to
the discipline;
engages students in
generating and testing
knowledge at least
90% of the time.

Early childhood
teacher candidate
effectively uses
viewpoints, theories,
and methods of
inquiry appropriate to
the discipline;
engaging students in
generating and testing
knowledge nearly
100% of the time.

Early childhood
teacher candidate
struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; and shows
little motivation to
improve in this area.

Early childhood
teacher candidate
struggles to
demonstrate fluency in
technology systems,
use technology to
support instruction
and enhance student
learning; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with a great deal of
support from the
cooperating teacher,
Adequately
demonstrates fluency
in technology systems,
uses technology to
support instruction
and enhances student
learning.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
demonstrates fluency
in technology systems,
uses technology to
support instruction
and enhances student
learning.

Early childhood
teacher candidate
independently and
consistently
demonstrates fluency
in technology systems,
using technology to
support instruction,
and enhancing
student learning.

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

N/A

Comments:
Demonstrates
fluency in
technology
systems, uses
technology to
support
instruction and
enhance
student
learning
1/3 (33%)
IL-PTS-2012.2.L

Comments:

Ashley has taught a lesson on the Smartboard and has had several opportunities to work with students using the smartboard and
interactive websites.

17 Feb
2016

Page 4 of 12

Unsatisfactory

Establishes
high
expectations
for each
students
learning and
behavior
1/3 (33%)
IL-PTS-2012.3.H

Early childhood
teacher candidate
establishes high
expectations for each
students learning and
behavior less than
70% of the time; and
shows little motivation
to improve in this
area.

Needs Significant
Improvement (1.000
pts)

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
establishes high
expectations for each
students learning and
behavior at least 70%
of the time; however,
shows motivation to
improve in this area.

Early childhood
teacher candidate
adequately
establishes high
expectations for each
students learning and
behavior at least 80%
of the time.

Early childhood
teacher candidate
proficiently establishes
high expectations for
each students
learning and behavior
at least 90% of the
time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
establishing high
expectations for each
students learning and
behavior nearly 100%
of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to create
approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
creates approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
creates approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

Early childhood
teacher candidate
effectively and
independently creates
approaches to
learning that are
interdisciplinary and
that integrate multiple
content areas.

N/A

Comments:
Early childhood
teacher candidate,
Creates
even with much
approaches to support from the
learning that
cooperating teacher,
are
struggles to create
interdisciplinary approaches to
and that
learning that are
integrate
interdisciplinary and
multiple
that integrates
content areas multiple content
1/3 (33%)
areas; and shows little
IL-PTS-2012.3.L
motivation to improve
in this area.

Comments: Ashley's lesson plans are detailed and well thought out and she generally uses multiple strategies to engage students.
Accesses and
uses a wide
range of
information
and
instructional
technologies
to enhance a
students
ongoing
growth and
achievement
1/3 (33%)
IL-PTS-2012.3.N

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to access
and use a wide range
of information and
instructional
technologies to
enhance a students
ongoing growth and
achievement;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
accesses and uses a
wide range of
information and
Instructional
technologies to
enhance a students
ongoing growth and
achievement.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
accesses and uses a
wide range of
information and
instructional
technologies to
enhance a students
ongoing growth and
achievement.

Early childhood
teacher candidate
exceeds expectations
by independently and
consistently accessing
and using a wide
range of information
and instructional
technologies to
enhance a students
ongoing growth and
achievement.

Comments:
11.000 pts | 91.67 %

Unsatisfactory
Early childhood
teacher candidate
Creates a safe does not create a safe
and healthy
and healthy
environment environment and
actions could
1/5 (20%)
IL-PTS-2012.4.I
potentially risk the
safety and health of
students.

Needs Significant
Improvement (1.000
pts)
Early childhood
teacher candidate
creates a safe and
healthy environment
for all students at
least 70% of the time;
however, shows
motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candidate
adequately creates a
safe and healthy
environment for all
students at least 80%
of the time.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
proficiently creates a
safe and healthy
environment for all
students at least 90%
of the time.

N/A

Early childhood
teacher candidate
effectively and
consistently creates a
safe and healthy
environment for all
students 100% of the
time.

Ashley has improved in this area. She is gaining more confidence when teaching lessons and this is evident through her expectations,
Comments: time management and procedures that she sets in place. She has begun to use multiple classroom management techniques to handle
various situations that may lead to an unsafe learning environment.

Creates clear
expectations
and
procedures
1/5 (20%)
IL-PTS-2012.4.J

Comments:

Early childhood
Early childhood
teacher candidate
teacher candidate
creates clear
effectively creates
expectations and
clear expectations and
procedures for all
procedures for all
students less than
students at least 70%
70% of the time; and of the time; however,
shows little motivation shows motivation to
to improve in this area. improve in this area.

Early childhood
teacher candidate
adequately creates
clear expectations and
procedures for all
students at least 80%
of the time.

Early childhood
teacher candidate
proficiently creates
clear expectations and
procedures for all
students at least 90%
of the time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently creating
clear expectations and
procedures for all
students nearly 100%
of the time.

17 Feb
2016
Manages time,
materials,
technology,
and physical
space
1/5 (20%)
IL-PTS-2012.4.M

Page 5 of 12
Early childhood
teacher candidate
effectively manages
time, materials,
technology, and
physical space less
than 70% of the time;
and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
effectively manages
time, materials,
technology, and
physical space at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately manages
time, materials,
technology, and
physical space at least
80% of the time.

Early childhood
teacher candidate
proficiently manages
time, materials,
technology, and
physical space at least
90% of the time.

Early childhood
teacher candidate
effectively manages
time, materials,
technology, and
physical space nearly
100% of the time.

With much support

from the cooperating
teacher, the Early
childhood teacher
candidate uses a
variety of effective
behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
70% of the time; and
shows motivation to
improve in this area.

Early childhood
teacher, with some
support from the
cooperating teacher,
uses a variety of
effective behavioral
Management
Techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, uses a variety
of effective behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports at least
90% of the time.

Early childhood
teacher candidate ,
with no or very little
support from the
cooperating teacher,
uses a variety of
effective behavioral
management
techniques
appropriate to the
needs of all students
that include positive
behavior interventions
and supports nearly
100% of the time.

With much support

from the cooperating
teacher, the Early
childhood teacher
candidate modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
70% of the time; and
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, modifies the
learning environment
(including the
schedule and physical
arrangement) to
facilitate appropriate
behaviors and
learning for students
with diverse learning
characteristics at least
90% of the time.

Early childhood
teacher candidate,
with no or very little
support from the
cooperating teacher,
modifies the learning
environment (including
the schedule and
physical arrangement)
to facilitate
appropriate behaviors
and learning for
students with diverse
learning characteristics
nearly 100% of the
time.

Comments:
Even with much
support from the
cooperating teacher,
the Early childhood
Uses a variety teacher candidate
uses a variety of
of effective
effective behavioral
behavioral
management management
techniques
techniques
appropriate to appropriate to the
the needs of needs of all students
that include positive
all students
1/5 (20%)
behavior interventions
IL-PTS-2012.4.O
and supports less
than 70% of the time;
and shows little
motivation to improve
in this area.
Comments:

Modifies the
learning
environment
(including the
schedule and
physical
arrangement)
to facilitate
appropriate
behaviors
1/5 (20%)
IL-PTS-2012.4.P

Comments:

Even with much

support from the
cooperating teacher,
the Early childhood
teacher candidate
modifies the learning
environment (including
the schedule and
physical arrangement)
to facilitate
appropriate behaviors
and learning for
students with diverse
learning characteristics
less than 70% of the
time; and shows little
motivation to improve
in this area.

Ashley has adjusted to the learning environment of a kindergarten classroom very well. She constantly moves around the room and is up
and down on the floor at students' level.
19.000 pts | 95 %

The competent
teacher
differentiates
instruction by
using a variety
of strategies
that support
critical and
creative
thinking,
problemsolving, and
continuous
growth and
learning. This
teacher
understands
that the
classroom is a
dynamic

Unsatisfactory

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidate
effectively
differentiates
instruction by using a
variety of strategies
less than 70% of the
time. This teacher
candidate also has
immense deficiencies
in understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Early childhood
teacher candidate
effectively
differentiates
instruction by using a
variety of strategies at
least 70% of the time.
This teacher
candidate also
struggles to
understand that the
classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

Basic (2.000 pts)

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
Early childhood
teacher candidate
teacher candidate
Adequately
proficiently
Differentiates
differentiates
instruction by using a instruction by using a
variety of strategies at variety of strategies at
least 80% of the time. least 90% of the time.
This teacher
This teacher
candidate also has a candidate also
basic understanding
proficiently
that the classroom is a understands that the
dynamic environment classroom is a
requiring ongoing
dynamic environment
modification of
requiring ongoing
instruction to enhance modification of
learning for each
instruction to enhance
student.
learning for each
student.

Early childhood
teacher candidate
effectively and
consistently
differentiates
instruction by using a
variety of strategies
nearly 100% of the
time. This teacher
candidate also has an
in-depth
understanding that
the classroom is a
dynamic environment
requiring ongoing
modification of
instruction to enhance
learning for each
student.

N/A

17 Feb
2016
environment
requiring
ongoing
modification of
instruction to
enhance
learning for
each student.

Page 6 of 12

1/9 (11%)
IL-PTS-2012.5.A,
IL-PTS-2012.5.B,
IL-PTS-2012.5.C,
IL-PTS-2012.5.D,
IL-PTS-2012.5.E,
IL-PTS-2012.5.F,
IL-PTS-2012.5.G,
IL-PTS-2012.5.H

Comments:
Uses multiple
teaching
strategies,
including
adjusted
pacing and
flexible
grouping, to
engage
students in
active learning
opportunities
that promote
the
development of
critical and
creative
thinking

Ashley has been able to participate and teach some lessons in a co-teaching environment. Her transitions are good and she is beginning
to differentiate during small group reading time. She is a hard worker and always willing to try new things.
Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
less than 70% of the
time; and shows little
motivation to improve
in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 70% of the
time. However,
teacher candidate
shows motivation to
improve in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 80% of the
time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
at least 90% of the
time.

Early childhood
teacher candidate
effectively and
consistently uses
multiple teaching
strategies to engage
students in active
learning opportunities
that promote the
development of critical
and creative thinking
nearly 100% of the
time.

Early childhood
Early childhood
teacher candidate,
teacher candidate,
with much support
with much support
from the cooperating from the cooperating
teacher, adequately teacher, adequately
monitors and adjusts monitors and adjusts
strategies in response strategies in response
to feedback from the to feedback from the
student less than 70% student at least 70%
of the time; and shows of the time. However,
little motivation
he/she shows
to improve in this
motivation to improve
area.
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
monitors and adjusts
strategies in response
to feedback from the
student at least 80%
of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
monitors and adjusts
strategies in response
to feedback from the
student at least 90%
of the time.

Early childhood
teacher candidate
effectively and
consistently monitors
and adjusts strategies
in response to
feedback from the
student nearly 100%
of the time.

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process
in relation to the
content and purposes
of instruction and the
needs of students
less than 70% of the
time; and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process
in relation to the
content and purposes
of instruction and the
needs of students at
least 70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students at
least 80% of the time.

Early childhood
teacher candidate
proficiently varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students at
least 90% of the time.

Early childhood
teacher candidate
effectively varies
his/her role in the
instructional process in
relation to the content
and purposes of
instruction and the
needs of students
nearly 100% of the
time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
effectively develops a
variety of clear,

Early childhood
teacher candidate
adequately, with much
support from the
cooperating teacher,
develops a variety of
clear, accurate

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
develops a variety of
clear, accurate

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
developing a variety of
clear, accurate

1/9 (11%)
IL-PTS-2012.5.I

Comments:

Monitors and
adjusts
strategies in
response to
feedback from
the student
1/9 (11%)
IL-PTS-2012.5.J

Comments:
Varies his/her
role in the
instructional
process as
instructor,
facilitator,
coach, or
audience in
relation to the
content and
purposes of
instruction and
the needs of
students
1/9 (11%)
IL-PTS-2012.5.K

Comments:
Early childhood
teacher candidate,
even with much
support from the
Develops a
variety of clear, cooperating teacher,
effectively develops a
accurate
presentations variety of clear,

17 Feb
2016
and

Page 7 of 12
accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding less
than 70% of the time.
Teacher candidate
also demonstrates
little motivation to
improve in this area.

accurate
presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding at least
70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

presentations and
representations of
concepts, using
Alternative
explanations to assist
students
understanding at least
80% of the time.

presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding at least
90% of the time.

presentations and
representations of
concepts, using
alternative
explanations to assist
students
understanding nearly
100% of the time.

Early childhood
teacher candidate,
even with much
Uses strategies support from the
and techniques cooperating teacher,
uses strategies and
for facilitating
techniques for
meaningful
facilitating meaningful
inclusion of
individuals with inclusion of individuals
with a range of
a range of
abilities and
abilities and
experiences less than
experiences
1/9 (11%)
70% of the time.
IL-PTS-2012.5.M
Teacher candidate
also demonstrates
little motivation to
improve in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences at least
90% of the time.

Early childhood
teacher candidate
effectively and
consistently uses
strategies and
techniques for
facilitating meaningful
inclusion of individuals
with a range of
abilities and
experiences nearly
100% of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student less
than 70% of the time;
and demonstrates
little motivation to
improve in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
adequately uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student at
least 70% of the time.
However, he/she
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses technology to
Accomplish
Differentiated
instructional objectives
that enhance learning
for each student at
least 80% of the time.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student at
least 90% of the time.

Early childhood
teacher candidate
effectively uses
technology to
accomplish
differentiated
instructional objectives
that enhance learning
for each student
nearly 100% of the
time.

Early childhood
teacher candidate
does not use effective
co-planning and coteaching techniques
to deliver instruction to
all students; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
rarely uses effective
co-planning and coteaching techniques
to deliver instruction to
all students; however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally uses
adequate effective coplanning and coteaching techniques
to deliver instruction
to all students.

Early childhood
teacher candidate
frequently and
proficiently uses coplanning and coteaching techniques
to deliver instruction to
all students.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently using
effective co-planning
and co-teaching
techniques to deliver
instruction to all
students.

Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time and
minimizes transitional
time; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
infrequently and
ineffectually
maximizes
instructional time and
minimizes transitional
time; however,
demonstrates
motivation to improve.

Early childhood
teacher candidate
adequately maximizes
instructional time and
minimizes transitional
time at least 80% of
the time.

Early childhood
teacher candidate
proficiently maximizes
instructional time and
minimizes transitional
time at least 90% of
the time.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently
maximizing
instructional time and
minimizing transitional
time nearly 100% of
the time.

representations
of concepts,
using
alternative
explanations to
assist students
understanding
1/9 (11%)
IL-PTS-2012.5.L

Comments:

Comments:

Uses
technology to
accomplish
differentiated
instructional
objectives that
enhance
learning for
each student
1/9 (11%)
IL-PTS-2012.5.N

Comments:

Uses coplanning and

co-teaching
techniques to
deliver
instruction to all
students
1/9 (11%)
IL-PTS-2012.5.Q

Comments:

Maximizes
instructional
time (e.g.,
minimizes
transitional
time)
1/9 (11%)
IL-PTS-2012.5.R

Comments:
32.000 pts | 88.89 %

17 Feb
2016

Page 8 of 12

Unsatisfactory
Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
Integrates
infrequently and
reading,
ineffectually integrates
writing, and
reading, writing, and
oral
communication oral communication
1/2 (50%)
into instructional
IL-PTS-2012.6.Q
activities and lessons;
and demonstrates little
motivation to improve
in this area.

Comments:
Works with
other teachers
and support
personnel to
design, adjust,
and modify
instruction to
meet students
reading,
writing, and
oral
communication
needs
1/2 (50%)
IL-PTS-2012.6.R

Needs Significant
Improvement (1.000
pts)
Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
infrequently and
ineffectually integrates
reading, writing, and
oral communication
into instructional
activities and lessons;
however,
demonstrates
motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, sometimes is
able to adequately
integrate reading,
writing, and oral
communication into
instructional activities
and lessons.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, frequently
and proficiently
integrates reading,
writing, and oral
communication into
instructional activities
and lessons.

N/A

Early childhood
teacher candidate
requires little to no
support from the
cooperating teacher to
effectively and
consistently integrate
reading, writing, and
oral communication
into instructional
activities and lessons.

One of Ashley's greatest strengths is the fact that she cares. When interacting with students and co-teachers, her caring, thoughtful
attitude comes through and is quite evident.
Early childhood
teacher candidate
infrequently and
ineffectually works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs. Teacher
candidate also
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
infrequently and
ineffectually works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs. However
he/she demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate on
occasion works
adequately with other
teachers and support
personnel to design,
adjust, and modify
instruction to meet
students reading,
writing, and oral
communication needs.

Early childhood
teacher candidate
frequently and
proficiently works with
other teachers and
support personnel to
design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs.

Early childhood
teacher candidate
exceeds expectations
by continually and
consistently working
with other teachers
and support personnel
to design, adjust, and
modify instruction to
meet students
reading, writing, and
oral communication
needs.

Comments:
8.000 pts | 100 %

Unsatisfactory

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, uses early
childhood assessment
strategies and devices
Uses
that are nonassessment
strategies and discriminatory less
than 70% of the time;
devices that
and shows little
are nondiscriminatory motivation to improve
1/1 (100%)
in this area.
IL-PTS-2012.7.R

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, uses early
childhood assessment
strategies and devices
that are nondiscriminatory at least
70% of the time;
however, shows
motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candi-date,
with much support
from the cooperating
teacher, ade-quately
uses early childhood
assessment strategies
and devic-es that are
non-discriminatory at
least 80% of the
time.Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
uses K-8 assessment
strategies and devices
that are nondiscriminatory at least
80% of the time.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses early childhood
assessment strategies
and devices that are
non-discriminatory at
least 90% of the
time.Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
uses K-8 assessment
strategies and devices
that are nondiscriminatory at least
90% of the time.

N/A

Early childhood
teacher candidate
consistently and
effectively uses early
childhood assessment
strategies and devices
that are nondiscriminatory nearly
100% of the time.Early
childhood teacher
candidate consistently
and effectively uses K8 assessment
strategies and devices
that are nondiscriminatory nearly
100% of the time.

Ashley uses many types of assessments such as observations, questioning in small group, RTI interventions, Dibels, interviewing (1
Comments: on 1), and end of the quarter report card evaluations. Ashley needs to work on including variations in her lessons, materials, and
assessments to accommodate varied learners.
3.000 pts | 75 %

17 Feb
2016

Page 9 of 12
Unsatisfactory

Works with all

school personnel
(e.g., support
staff, teachers,
paraprofessionals)
to develop
learning climates
for the school that
encourage unity
1/7 (14%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.J,
IL-BRADLEY-DISP.D2.a

Comments:
Participates in
collaborative
decision-making
and problemsolving with
colleagues and
other
professionals to
achieve success
for all students
1/7 (14%)
IL-BRADLEYDISP.D4.b,
IL-BRADLEYDISP.D3.a,
IL-PTS-2012.8.K

Early childhood
teacher candidate
struggles
tremendously with
collaboration and
often refuses to work
with school personnel
to develop learning
climates that
encourage unity; and
he/she shows little
motivation to improve
in this area.

Needs Significant
Improvement (1.000
pts)
Early childhood
teacher candidate
struggles frequently to
work with school
personnel to develop
learning climates that
encourage unity;
however, Early
childhood teacher
candidate shows
motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candidate
must often be
prompted and
encouraged before
effectively working
with school personnel
to develop learning
climates that
encourage unity.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
frequently works well
with all school
personnel to develop
learning climates that
encourage unity.

Early childhood
teacher candidate
continually and
consistently pursues
opportunities to
effectively work with
all school personnel
to develop learning
climates that
encourage unity.

Ashley has had an opportunity to sit in on several IEP meetings, professional development meetings, and is willing to share her
thoughts and ideas.
Early childhood
teacher candidate
infrequently and
ineffectually
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals; and
shows little motivation
to improve in
this area.

Early childhood
teacher candidate
infrequently and
ineffectually
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
Occasionally
Participates
successfully in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals.

Early childhood
teacher candidate
frequently and
successfully
participates in
collaborative decisionmaking and problemsolving with
colleagues and other
professionals.

Early childhood
teacher candidate
continually and
consistently pursues
opportunities to
effectively participate
in collaborative
decision-making and
problem-solving with
colleagues and other
professionals.

Early childhood
teacher candidate
infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; and shows
little motivation to
improve in this area.

Early childhood
teacher candidate
infrequently and
ineffectually initiates
collaboration with
others to create
opportunities that
enhance student
learning; however,
he/she shows
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

Early childhood
teacher candidate
frequently initiates
successful
collaboration with
others to create
opportunities that
enhance student
learning.

Early childhood
teacher candidate
autonomously and
effectively initiates
collaboration with
others to create
opportunities that
enhance student
learning.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to promote
collaborative
interactions; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses
digital tools and
resources to promote
collaborative
interactions; however,
shows motivation to
improve.

Early childhood
teacher candidate
occasionally uses
digital tools and
resources to
successfully promote
collaborative
interactions.

Early childhood
Early childhood
teacher candidate
teacher candidate
frequently uses digital consistently and
tools and resources to effectively uses digital
successfully promote tools and resources to
collaborative
promote collaborative
interactions.
interactions.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses coplanning and coteaching techniques
to deliver instruction
to each student; and
shows little motivation
to improve in this
area.

Early childhood
teacher candidate
infrequently and/or
ineffectually uses coplanning and coteaching techniques
to deliver instruction
to each student;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
occasionally uses
effective co-planning
and co-teaching
techniques to deliver
instruction to each
student.

Early childhood
teacher candidate
frequently uses
effective co-planning
and co-teaching
techniques to deliver
instruction to each
student.

Comments:
Initiates
collaboration with
others to create
opportunities that
enhance student
learning
1/7 (14%)
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.8.L

Comments:
Uses digital tools
and resources to
promote
collaborative
interactions
1/7 (14%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D2.b,
IL-BRADLEYDISP.D3.b,
IL-BRADLEYDISP.D1.b,
IL-PTS-2012.8.M

Comments:
Uses effective coplanning and coteaching
techniques to
deliver instruction
to each student
1/7 (14%)
IL-BRADLEYDISP.D3.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.8.N

N/A

Early childhood
teacher candidate
actively pursues
opportunities to
effectively use coplanning and coteaching techniques
to deliver instruction
to each student.

17 Feb
2016

Page 10 of
12

Comments:

Collaborates with
school personnel
in the
implementation of
appropriate
assessment and
instruction for
designated
students

Early childhood
teacher candidate
does not initiate
collaboration, rarely
accepts invitations to
collaborate with
school personnel,
and shows little
motivation to improve
in this area.

Early childhood
teacher candidate
does not initiate
collaboration; and
rarely accepts
invitations to
collaborate with
school personnel;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
does not initiate
collaboration;
however, occasionally
accepts invitations to
collaborate with
school personnel in
the implementation of
appropriate
assessment and
instruction for
designated students.

Early childhood
teacher candidate
often times
collaborates with
school personnel and
on occasion will
initiate collaboration
efforts.

Early childhood
teacher candidate
frequently and
effectively
collaborates with
school personnel,
often times initiating
the collaboration.

Early childhood
teacher candidate
effectively uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork less than
70% of the time; and
shows little motivation
to improve in
this area.

Early childhood
teacher candidate
effectively uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
70% of the time;
however, shows
motivation to improve
in this area.

Early childhood
teacher candidate
adequately uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
80% of the time.

Early childhood
teacher candidate
proficiently uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork at least
90% of the time.

Early childhood
teacher candidate
satisfactorily uses
conflict resolution
skills to enhance the
effectiveness of
collaboration and
teamwork nearly
100% of the time.

1/7 (14%)
IL-PTS-2012.8.O

Comments:
Uses conflict
resolution skills to
enhance the
effectiveness of
collaboration and
teamwork
1/7 (14%)
IL-BRADLEYDISP.D4.d,
IL-BRADLEYDISP.D4.b,
IL-PTS-2012.8.R

Comments:
28.000 pts | 100 %

Unsatisfactory

Models
professional
behavior that
reflects
honesty,
integrity,
personal
responsibility,
confidentiality,
altruism and
respect
1/8 (12%)
IL-PTS-2012.9.I,
IL-BRADLEYDISP.D4

Comments:
Maintains
accurate
records,
manages data
effectively,
and protects
the
confidentiality

Early childhood
teacher candidates
behaviors and
disposition
demonstrate a
significant lacking of
skills necessary to
model professional
behavior that reflects
honesty, integrity,
personal responsibility,
confidentiality, and
altruism; and he/she
demonstrates little
motivation to improve
in this area.

Needs Significant
Improvement (1.000
pts)

Early childhood
teacher candidates
behaviors and
disposition
demonstrate a lacking
of skills necessary to
model professional
behavior that reflects
honesty, integrity,
personal responsibility,
confidentiality, and
altruism; however,
he/she demonstrates
motivation to improve
in this area.

Basic (2.000 pts)

Early childhood
teacher candidate
exhibits basic skills
necessary to model
some degree of
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality, and
altruism.

Proficient (3.000 pts) Excellent (4.000 pts)

Early childhood
teacher candidate
proficiently models
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality,
altruism, and respect
at least 90% of the
time.

N/A

Early childhood
teacher candidate
continually and
consistently models
professional behavior
that reflects honesty,
integrity, personal
responsibility,
confidentiality,
altruism, and respect
nearly 100% of the
time.

I have seen Ashley adjust her teaching style in order to begin to meet all students' needs. She is very professional and has been a
pleasure to have in the classroom. She will be missed!
Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
demonstrates extreme
deficiencies in
maintaining accurate

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
struggles to
adequately maintain
accurate records,

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, adequately
maintains accurate
records, manages
data effectively, and

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, proficiently
maintains accurate
records, manages
data effectively, and

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
consistently and
effectively maintains
accurate records,

17 Feb
2016
of information
pertaining to
each student
and family
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.J

records, managing
manage data
data effectively, and
effectively, and protect
protecting the
the confidentiality of
confidentiality of
information at least
information less than
70% of the time;
70% of the time; and however, shows
shows little motivation motivation to improve
to improve in this area. in this area.

protects the
confidentiality of
information at least
80% of the time.

protects the
confidentiality of
information at least
90% of the time.

manages data
effectively, and
protects the
confidentiality of
information nearly
100% of the time.

Early childhood
Early childhood
teacher candidate
teacher candidate
struggles
struggles
tremendously to reflect tremendously to reflect
on professional
on professional
practices and
practices and
outcomes; engage in outcomes; engage in
self-assessment; and self-assessment; and
adjust practices to
adjust practices to
improve student
improve student
performance; and
performance;
shows little motivation however, shows
to improve in this area. motivation to improve
in this area.

Early childhood
teacher candidate
adequately reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance at least
80% of the time.

Early childhood
teacher candidate
proficiently reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance at least
90% of the time.

Early childhood
teacher candidate
consistently and
effectively reflects on
professional practices
and outcomes;
engages in selfassessment; and
adjusts practices to
improve student
performance nearly
100% of the time.

Early childhood
teacher candidate
infrequently and
ineffectually exhibits
leadership skills; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
infrequently and
ineffectually exhibits
leadership skills;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
adequately exhibits
leadership skills at
least 80% of the time.

Early childhood
teacher candidate
proficiently exhibits
leadership skills at
least 90% of the time.

Early childhood
teacher candidate
consistently and
effectively exhibits
leadership skills nearly
100% of the time.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child
less than 70% of the
time; and
demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 70% of the time;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, proactively
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 80% of the time.

Early childhood
teacher, candidate,
with some support
from the cooperating
teacher, proactively
serves all students
and their families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child at
least 90% of the time.

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
proactively serves all
students and their
families and
advocates on their
behalf, ensuring the
learning and wellbeing of each child
nearly 100% of the
time.

Comments:
Reflects on
professional
practice and
resulting
outcomes;
engages in
selfassessment;
and adjusts
practices to
improve
student
performance
1/8 (12%)
IL-PTS-2012.9.K,
IL-BRADLEYDISP.D1

Comments:
Uses
leadership
skills that
contribute to
individual and
collegial
growth and
development,
school
improvement,
and the
advancement
of knowledge
1/8 (12%)
IL-BRADLEYDISP.D1.a,
IL-BRADLEYDISP.D1.b,
IL-BRADLEYDISP.D1.c,
IL-PTS-2012.9.P

Comments:
Proactively
serves all
students and
their families
with equity
and honor and
advocates on
their behalf,
ensuring the
learning and
well-being of
each child
1/8 (12%)
IL-BRADLEYDISP.D2.b,
IL-BRADLEYDISP.D2.a,
IL-BRADLEYDISP.D2.c,
IL-PTS-2012.9.Q

Comments:
Is aware of
and complies
with the
mandatory
reporter
provisions of
Section 4 of

Early childhood
Not an option for this Not an option for this Not an option for this
teacher candidate is
standard.
standard.
standard.
unaware and does not
comply with the
mandatory reporter
provisions of Section 4
of the Abused and

Early childhood
teacher candidate is
aware and complies
with the mandatory
reporter provisions of
Section 4 of the
Abused and

Page 11 of
12

17 Feb
2016
the Abused
Neglected Child
and Neglected Reporting Act.
Child
Reporting Act

Neglected Child
Reporting Act 100% of
the time.

Page 12 of
12

1/8 (12%)
IL-BRADLEYDISP.D4.c,
IL-BRADLEYDISP.D4.d,
IL-PTS-2012.9.R

Comments:
Models digital
etiquette and
responsible
social actions
in the use of
digital
technology
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.S

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology less
than 70% of the time;
and demonstrates little
motivation to improve
in this area.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 70% of the time;
however,
demonstrates
motivation to improve
in this area.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 80% of the time.

Early childhood
teacher candidate
models digital
etiquette and
responsible social
actions in the use of
digital technology at
least 90% of the time.

Early childhood
teacher candidate
consistently models
digital etiquette and
responsible social
actions in the use of
digital technology
nearly 100% of the
time.

Early childhood
teacher candidate
does not appropriately
model and teach safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Early childhood
teacher candidate,
even with much
support from the
cooperating teacher,
infrequently models
and teaches safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Early childhood
teacher candidate,
with much support
from the cooperating
teacher, occasionally
models and teaches
safe, legal, and ethical
use of digital
information and
technology, including
respect for copyright
and intellectual
property.

Early childhood
teacher candidate,
with some support
from the cooperating
teacher, frequently
models and teaches
safe, legal, and ethical
use of digital
information and
technology, including
respect for copyright
and intellectual
property.

Early childhood
teacher candidate,
with little or no needed
support from the
cooperating teacher,
continually models
and teaches safe,
legal, and ethical use
of digital information
and technology,
including respect for
copyright and
intellectual property.

Comments:
Models and
teaches safe,
legal, and
ethical use of
digital
information
and
technology,
including
respect for
copyright,
intellectual
property
1/8 (12%)
IL-BRADLEYDISP.D4.a,
IL-BRADLEYDISP.D3.b,
IL-PTS-2012.9.T

Comments:
31.000 pts | 96.88 %